Poster or Presentation Title

Everyone is Welcome: LGBTQ+ Students in Secondary Music Settings

Location

Memorial Ballroom, Hall Campus Center

Access Type

Campus Access Only

Presentation Type

Poster Presentation

Start Date

7-4-2021 12:00 PM

End Date

7-4-2021 1:15 PM

Department

Music

Abstract

This research includes the importance of LGBTQ+ inclusivity in secondary music classrooms, ways to address LGBTQ+ issues in the music classroom in general, and provides examples of common issues. The target audience is pre-service, current, and retired music educators. Because students form their own interests in creating music, music educators have a unique role providing an inclusive environment. Garrett (2017) reported that 47.9% of LGBTQ+ students in the U.S. surveyed reported participating in school band, orchestra, chorus or choir, and 14.3% also reported participation in performing arts activities as leaders or officers. LGBTQ+ inclusivity is important for all music educators because students from diverse backgrounds exist in all our classrooms.

Students need to feel secure while creating music, but those who identify as sexuality and gender minorities may become targets for bullying and harassment. Many of the inclusive techniques covered in this paper include changing simple practices such as the language music educators use in classrooms. Other techniques are centered around how music educators address and interact with students in a positive or constructive way.

Faculty Mentor(s)

Dr. Kara E. Dean

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Apr 7th, 12:00 PM Apr 7th, 1:15 PM

Everyone is Welcome: LGBTQ+ Students in Secondary Music Settings

Memorial Ballroom, Hall Campus Center

This research includes the importance of LGBTQ+ inclusivity in secondary music classrooms, ways to address LGBTQ+ issues in the music classroom in general, and provides examples of common issues. The target audience is pre-service, current, and retired music educators. Because students form their own interests in creating music, music educators have a unique role providing an inclusive environment. Garrett (2017) reported that 47.9% of LGBTQ+ students in the U.S. surveyed reported participating in school band, orchestra, chorus or choir, and 14.3% also reported participation in performing arts activities as leaders or officers. LGBTQ+ inclusivity is important for all music educators because students from diverse backgrounds exist in all our classrooms.

Students need to feel secure while creating music, but those who identify as sexuality and gender minorities may become targets for bullying and harassment. Many of the inclusive techniques covered in this paper include changing simple practices such as the language music educators use in classrooms. Other techniques are centered around how music educators address and interact with students in a positive or constructive way.